12871 - General Pedagogy (1)

Learning outcomes

The teaching pursues the objectives of content knowledge, theories, historical dimensions, and specific languages, relating to education and formation theme, and teaching. It also aims to stimulate self-analysis and rationalization of personal representations and implicit theories on these issues.

Course contents

Important notice. Students who intend to take only one of the two modules (General Education 1 and General Education 2) must enrol in General Education 1. It is not possible to attend General Education 2 as a standalone module.

Following an introduction to the course themes and methodology, the course is organised into three units.

1. Introduction to General Education

• Education and educational practice
• Meanings and purposes of education
• Education as an autonomous academic discipline
• Education and the educational sciences

2. Education and the Philosophy of Education

• Philosophies of education
• Phenomenological pedagogy
• Educational epistemology
• The phenomenological approach to educational practice
• Embodied theory and embodied education

3. The Educational Thought of bell hooks

• Intellectual biography
• bell hooks and critical pedagogy
• Teaching to Transgress
• Pedagogy of hope
• Intersectional pedagogy

Readings/Bibliography

Required Reading

1) Tarozzi, M. General Education Course Notes (available on the University's Virtuale platform).

2) b. hooks,(2020). Insegnare a trasgredire. L’educazione come pratica della libertà. Milano: Meltemi, 1,2,4

3) b. hooks (2022). Insegnare comunità. Una pedagogia della speranza. Milano: Meltemi, only the following chapters:

• Introduzione
• Parlare di razza e razzismo
• Educazione democratica
• Spiritualità nell'educazione

4) b.hooks (2023). Insegnare il pensiero critico. Saggezza pratica.Milano: Meltemi,only the following chapters:

• decolonizzazione
• tempo per piangere
• confllitto
• Vita intellettuale
• Tocco
• Amare di nuovo

Lecture slides provide useful support for individual study and cover topics included in the syllabus; however, they do not replace the required readings listed above.

Students should refer to the detailed syllabus available on the Virtuale platform for comprehensive information on course content and examination requirements.

Teaching methods

The course adopts a highly interactive and participatory approach. Teaching activities include critical discussion of academic texts, practical exercises, and group work. Guest lecturers will contribute to selected sessions.

Although attendance is not compulsory, regular participation and active engagement are strongly encouraged.

Assessment methods

The examination is designed to assess students' achievement of the following learning outcomes and their ability to establish logical and conceptual connections:

1. Comprehensive knowledge of the topics covered during the course and the required readings.
2. Ability to apply theoretical concepts to practical educational contexts.
3. Capacity for critical and independent thinking based on an informed understanding of the course themes.
4. Appropriate use of academic terminology.
5. Ability to engage in interdisciplinary reflection.

Assessment Method

Assessment consists of a written examination with open-ended questions.

Students attending the course may take a mid-term examination.

Assessment Criteria

Marks are awarded on a 30-point scale, according to the following criteria:

• 18–19: Knowledge is limited to a very small number of course topics; analytical ability emerges only with substantial guidance from the instructor; language is generally correct but critical reflection is insufficient.
• 20–24: Knowledge covers a limited range of course topics; independent analysis is confined to straightforward issues; limited ability to apply concepts to practical cases; language is only partially accurate.
• 25–29: Broad knowledge of the course content; ability to undertake independent critical analysis; sound command of disciplinary terminology; ability to connect theoretical concepts to practical cases and other academic disciplines.
• 30–30 cum laude: Comprehensive and thorough knowledge of all course topics; excellent independent critical thinking; ability to establish sophisticated conceptual connections; outstanding mastery of disciplinary terminology together with strong argumentative and reflective skills.

Examination Sessions (Academic Year 2026–27)

• October 2026 (attending students only)
• January 2027
• February 2027
• June 2027
• July 2027
• September 2027

Teaching tools

Teaching Resources

Course materials (including the General Education Course Reader), supplementary readings, and lecture slides will be available through the University's Virtuale learning platform.

The platform will also provide additional resources and study materials for students preparing for the examination.

Students with Disabilities and Specific Learning Disorders (SLD)

Students with disabilities or specific learning disorders (SLD) are entitled to reasonable accommodations, subject to assessment by the University's Disability and SLD Support Service. Students are asked not to contact the course instructor directly regarding accommodations, but instead to arrange an appointment with the University's support service, which will determine the appropriate measures.

Further information is available at:

http://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Students are encouraged to contact the service well in advance. Any approved accommodations must be submitted to the course instructor at least 15 days before the assessment to allow consideration of their appropriateness in relation to the course learning outcomes.

Office Hours

Wednesday, 10:00–11:00 (in person) or by appointment via Microsoft Teams.

Appointments should be arranged by email.

The instructor responds by email only to urgent enquiries, submitted with the student's full signature, that cannot be answered through information available on the University of Bologna website or the Virtuale platform. Questions concerning lecture topics or examination content should be discussed during office hours.

Office hours

See the website of Massimiliano Tarozzi